Welcome
Day one of your PTLLS
training
Designing teaching,
learning & assessment
Our aims this weekend
are to:
Develop our big-picture thinking about teaching,
learning & assessment (TLA), and start to create
some ‘maps’ of TLA
Start to develop and use the language we need to be
able to talk about TLA in an informed, critical way
Crack on with PTLLS!
Constructive Curriculum Alignment
Decide the
learning outcomes
Decide the
course content
Decide the assessment
& grading criteria
Choose the teaching & learning activities
(Teacher? Peers? Individual students?)
Choose how students get feedback
(When? What on? Who from? How?)
Choose the assessment method(s)
(Teacher? Peers? Individual students?)
Think about how you’ll
evaluate the course (during & after)
Some thinking processes
What do I want them
What’s going to
to be able to do?
be on the course?
How will I know & they know if they’ve
been successful & how well they’ve done?
What are we all going to do to help them
get there? Why are we doing it this way?
How will they know how well they’re doing
as they’re going along & what they need to work on?
How can I assess them fairly, reliably, validly?
Why is this the best way?
What am I looking for to tell
me if this is working?
Your background,
experience,
knowledge
How you think
about teaching,
learning and
assessment
(TLA)
& about the
subject / topic
& about the
participants
Contexts:the institution / norms /
curriculum requirements / the subject /
available resources ...
How you
behave
& design &
deliver
TLA
How students
respond,
behave & learn
How students
understand
TLA
Students’
background,
experience,
knowledge
What students learn,
how well they perform,
whether they change,
or how much they
change as a result of
the course.
Another
‘map’: what
impacts on
getting to this
destination?
PTLLS
Theory assessments
PTLLS assessment
All the information you need is on the blog
Neillthew.typepad.com/petals/
Please also refer to the assessment handout
There are 7 theory assessments and 7 practical
ones
We’re going to start with the theory assessments
today, together, in class.
PTLLS theory
assessments
These are all written
They all have the same format - a short ‘mini-essay’
(plus a reflection on what you’ve learned from the
assessment and how you can develop further - but
we will come on to these, as they come under the
practical side)
You need to word process each essay on a separate
sheet, with the title of the essay at the top of the
sheet
C&G give you a specific form for writing the reflection
- Appendix 5 of the forms on the blog.
Appendix 5 Reflective learning journal
A Reflective Learning Journal must be completed after each theory / practical
assessment task (eg task 1, task 2, task 3, etc) and / or each session
attended throughout the PTLLS programme. Candidates are permitted to use
their own journal format or use this pro forma.
Name of candidate:
The main points from this journal fit into assessment task no:
The main points I have learnt from this session / assessment are:
How I could develop my practical skills as a result of this session / assessment:
How I could develop my knowledge and understanding as a result of this session /
assessment:
Advice
What they’re looking for in the short essays is that you
show that you know what you’re meant to be doing, and
can state this clearly! (Look at the verb at the start of the
question!)
It’s often good to use the reflection to include an example
of what you’ve actually done in your own work, and how
you might improve it, for the practical skills section
You can refer to activities such as further reading / study /
attending courses / working with mentors & observers etc
for the knowledge development part
The reflection can actually be very useful - it shows you
where you need to develop, and helps you plan for this.
PTLLS theory
assessments
1 Describe what your role, responsibilities and
boundaries would be as a teacher in terms of the
teaching/training cycle. Recommended word count:
300-500 words.
2 Identify the key aspects of current legislative
requirements and codes of practice relevant to your
subject and the type of organization within which you
would like to work. Recommended word count: 150250 words.
PTLLS theory
assessments
3 Explain how you could promote inclusion, equality
and diversity with your current/future learners.
Identify other points of referral available to meet the
potential needs of learners. Recommended word
count: 200-300 words.
4 Explain the ways in which you would establish
ground rules with your learners, and which underpin
behaviour and respect for others. Recommended
word count: 150-250 words.
PTLLS theory
assessments
5 Explain ways to embed elements of Functional
Skills in your specialist area. Recommended word
count: 200-300 words.
6 Explain the need for keeping records and describe
the types of records you would maintain.
Recommended word count: 200-400 words.
PTLLS theory
assessments
7 State the different assessment methods available
and explain the ones you would use for your subject
area, including reference to initial assessment. State
the types of assessment records you would complete
and explain why. Recommended word count: 300500 words.
Brainstorm
• What would you write on the forms?
•
The main points from this journal fit into assessment task
no:
•
The main points I have learnt from this session /
assessment are:
•
How I could develop my practical skills as a result of this
session / assessment:
•
How I could develop my knowledge and understanding as a
result of this session / assessment:
Tackling the assessments
together
In a while, I’m going to split you into three groups
and ask each group to have a first go at
brainstorming one of the assessment topics:
3 - inclusion, equality & diversity
4 - ground rules
5 - embedding functional skills (communication /
writing / Maths / ICT)
But first we’ll look at 1 & 2 together to get you into
the swing of it ;-)
1 Describe what your role, responsibilities and
boundaries would be as a teacher in terms of the
teaching/training cycle.
Recommended word count: 300-500 words.
Identifying needs
& planning
Evaluating
Designing
Assessing
Facilitating
Assignment 1 - other
pointers
Identifying needs and planning - could include
thinking about the organization / the learners / the
syllabus ...
Designing - as well as lesson planning, you might
consider room layout / handouts / resources ...
Facilitating - is about teaching, learning & feedback
conducted in a suitable way
Assessing - is about making sure your learners really
have learnt the necessary knowledge / skills etc
Evaluating - is about getting feedback (self / peers /
students?) and deciding what to modify / change for
the future.
2 Identify the key aspects of current legislative
requirements and codes of practice relevant to
your subject and the type of organisation within
which you would like to work.
Recommended word count: 150-250 words.
For this section, you need to research the aspects
that most clearly impact on you. As a general
guideline:
Health & Safety legislation impacts us re. noise
levels / moving heavy equipment / working with
electrical equipment / creating a safe environment
(e.g. trip hazards) - see BIMM Tutor Manual on this
Equal Opportunities legislation aims to eliminate
discrimination in Britain, and is in a state of flux right
now ...
Equality Act 2010
•
Over the last four decades, discrimination legislation has played an important role in
helping to make Britain a more equal society. However, the legislation was complex
and, despite the progress that has been made, inequality and discrimination persist and
progress on some issues has been stubbornly slow.
•
The Equality Act 2010 provides a new cross-cutting legislative framework to
protect the rights of individuals and advance equality of opportunity for all; to
update, simplify and strengthen the previous legislation; and to deliver a simple,
modern and accessible framework of discrimination law which protects
individuals from unfair treatment and promotes a fair and more equal society.
•
The provisions in the Equality Act will come into force at different times to allow
time for the people and organisations affected by the new laws to prepare for them.
The Government is considering how the different provisions will be commenced so
that the Act is implemented in an effective and proportionate way.
http://www.equalities.gov.uk/equality_act_2010.aspx
Handouts 3 and 4 as well as on the blog
Current / Outgoing
Equality Legislation
The Special Education Needs and Disability Act
(2001) & The Disability Discrimination Act (2005,
revised) made it law that learners must be given the
reasonable and necessary adaptations needed to
allow them to participate fully in learning
The Sex Discrimination Act (1975) makes it illegal to
treat people less favourably on the grounds of their
sex or marital status
More Laws
The Race Relations Act (1976, amended 2000)
makes it illegal to discriminate on the grounds of
colour, race, nationality, ethnic or national origins
The Protection of Children Act (1999) is designed to
protect children - and is why you need a CRB check
if you are working with children / young adults /
vulnerable adults
And finally ...
The Data Protection Act (1998) regulates the kind of
information we are allowed to obtain, hold, use or
disclose about other people, and the ways we are
allowed to store and work with this information. If you
keep personal records about people, you need to
check how this Act applies to you.
Is there anything else that anyone is aware of that
applies to, or impacts on, them?
Now we’ll split up the
next 3!
Each group needs to brainstorm their topic, and
produce a poster with the key points you’d cover in
your mini-essay (think of this as producing an essay
plan to share with the group)
You’ll then be asked to present your poster, and we’ll
give you feedback & make any additions that we
think of - the final posters will be photographed, and
I’ll put the photos up on the blog.
The explicit and implicit limits and norms of behaviour, language, dress,
eating, drinking, reward and culture which define
how it is to ‘be’ in a group - for learning
Level 1 - Practical things
•Encouraging respect for the learning environment
•Visible, clear, not usually contentious e.g. Eating and drinking, health and safety, care
of equipment, mobile phones, use of computers ......
Level 2 - Practical things + behaviour
•Encouraging ways of working and being that give value to the learning group
•Mildly contentious but easy to discuss e.g. punctuality, start and end of sessions,
stretch and comfort breaks, seating and use of and responsibility for equipment,
recording of learning in and between sessions .......
Level 3 - A ‘safe’ place to learn
•Encouraging personal learning
•Not obvious, often unconscious, but can make the difference between surface and
deep learning. e.g. Encouraging respect, valuing difference and risk taking, valuing
confusion and not knowing alongside fun and celebrating success, speaking one at a
time, challenging sexism, racism and discrimination, language, discussing learning
styles, and previous education experience .........
•
Doing ground rules and boundaries
When and How
•
•
•
•
•
•
•
At the start
By discussing and inviting ideas
In consultation with group
Write them down (you or small group)
Post them up for reference
Revisit as needed
Worth spending time on for inclusion, buy in and clarity
Do the ground rules need to be different for different levels of students?
For the final two ...
The challenge is to work on your own! :-)
I’ve given you some starters on the handout, though
And don’t forget to refer to the BIMM tutor manual for
information as well - sometimes all you need to do is
to show that you are aware of, and that you follow,
college policy.
HOMEWORK
Please have a go at actually writing a first draft of the
topic you were responsible for brainstorming
Bring those tomorrow
We’ll share them and do peer feedback
By the end of that exercise, I hope everyone will be
clear about what’s expected, and will feel confident
to go and have a first stab at writing them all.
Checklist for Tomorrow
We start here at 10 sharp! We’ll aim to end at 4.
We’re going to start on the PTLLS practical
assessments.
Please do the first draft of your PTLLS essay to bring
tomorrow for peer feedback